프레네와 프레이리에 기초한 비판적 문해교육 방법론 = A Study on Methodology of Critical Literacy Education: Centered on Freinet and Freire

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the methodology of critical literacy education through the analysis on educational thoughts of Freinet(1896~1966) and Freire(1921~1997). In order to achieve this purpose, in the second chapter I explored the concept of critical literacy as opposed to functional literacy approaches. In the next chapter, I specifically presented how critical literacy education can be practiced with focus on work and praxis as a practical foundation of methodology, learner``s life as a starting point, theme selection and compilation of literacy materials, and process of literacy education. The conclusion is summarized as follows: First, critical literacy is defined as ‘a practice of reflecting, analyzing, and making critical judgments in relation to social, economic, and political issues(McLaren and Farahmandpur, 2001: 144).’ Second, the methodological foundation of critical literacy education has to be work and praxis, which are reflection and action upon the world. Third, the learner``s own experiences have to be used as a critical literacy education``s starting point, therefore contents of literacy education are composed mainly of generative themes constituted by learner``s views of the world. Fourth, critical literacy education has to be practiced based on dialogical, communicational problem-posing education, interdisciplinary approach, global method(globalisme). Fifth, these critical literacy education will be able to be regarded as a firm methodological model of critical reading the world in social, political contexts.

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